Evaluation of an ultrasound program in nationwide Continuing Professional Development (CPD) in Korean public health and medical institutions

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Abstract

Background

The Education and Training Centre for Public Healthcare of the National Medical Centre plays a key role in providing continuing professional development (CPD) to 221 public health and medical institutions in South Korea. To assess the realization of the Centre’s core value and the intended changes, program evaluations are required. The context, input, process, and product (CIPP) model is particularly suitable for evaluating CPD in the public sector, as it allows for recognizing the dynamic nature of the program environment.

Methods

This research applied the CIPP model to the evaluation of CPD programs, particularly abdominal and thoracic ultrasound programs implemented in 2017 and 2018. Data were collected from 2017 to 2019. The program and its feedback were reviewed in the context evaluation. Based on this, a subsequent program strategy was established for the input evaluation. Observing the program in real time and recording its progress was followed in process evaluation. Finally, the outcomes and impacts of the program were reviewed and compared with baseline data in the product evaluation.

Results

In context evaluation, the educational needs of the Centre’s CPD program recipients, impediments that inhibit participation in education, and resources that the Centre can utilize were identified through an online survey, focus group interviews and expert consultation. Through input evaluation, we identified the best alternative that satisfied all pre-selected criteria, which were responsiveness to priority system needs, potential effectiveness, fit with existing services, affordability, and administrative feasibility. Observing the program in real time and recording its progress were conducted in process evaluation, demonstrating that the augmented program went as planned, and even had to be expanded due to increased demand. The impact of the program was measured, interpreted, and assessed in the product evaluation. The review committee decided that the intended change had been occurred, thus the Centre decided to maintain the program.

Conclusion

A thorough evaluation is necessary to determine the potential benefits of CPD. The CIPP methodology is valuable for executing formative and summative evaluations. The CIPP model is particularly useful for securing accountability data for large-scale nationwide educational programs supplied by public funds.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-022-03271-4.

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Most cited references 19

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Program evaluation models and related theories: AMEE guide no. 67.

Ann Frye, Paul A Hemmer (2011)

This Guide reviews theories of science that have influenced the development of common educational evaluation models. Educators can be more confident when choosing an appropriate evaluation model if they first consider the model's theoretical basis against their program's complexity and their own evaluation needs. Reductionism, system theory, and (most recently) complexity theory have inspired the development of models commonly applied in evaluation studies today. This Guide describes experimental and quasi-experimental models, Kirkpatrick's four-level model, the Logic Model, and the CIPP (Context/Input/Process/Product) model in the context of the theories that influenced their development and that limit or support their ability to do what educators need. The goal of this Guide is for educators to become more competent and confident in being able to design educational program evaluations that support intentional program improvement while adequately documenting or describing the changes and outcomes-intended and unintended-associated with their programs.

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Continuing medical education: AMEE Education Guide No 35.

David Davis, Nancy Davis, Joan R Bloch (2007)

This guide is designed to provide a foundation for developing effective continuing medical education (CME) for practicing physicians. For the purposes of this work, continuing medical education is defined as any activity which serves to maintain, develop, or increase the knowledge, skills and professional performance and relationships that a physician uses to provide services for patients, the public, or the profession (American Medical Association 2007; Accreditation Council for CME 2007). The term continuing professional development (CPD) is broader and has become more popular in many areas of the world. As defined by Stanton and Grant, CPD includes educational methods beyond the didactic, embodies concepts of self-directed learning and personal development and considers organizational and systemic factors (Stanton & Grant 1997). In fact, this guide describes many modalities that may be defined as CME or CPD. In the interest of simplicity, we will use the term continuing medical education (CME) throughout, with the understanding that the same strategies may be applied to non-clinical continuing professional education. For those who do not work exclusively in CME, many terms and processes may be unfamiliar. This guide is intended to provide a broad overview of the discipline of CME as well as a pragmatic approach to the practice of CME. The format provides an overview of CME including history and rationale for the discipline, followed by a practical approach to developing CME activities, the management of the overall CME programme and finally, future trends. At the end of the guide you will find resources including readings, websites and professional associations to assist in the development and management of CME programmes.

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Blunting Occam's razor: aligning medical education with studies of complexity.

Alan Bleakley (2010)

Clinical effectiveness and efficiency in medicine for patient benefit should be grounded in the quality of medical education. In turn, the quality of medical education should be informed by contemporary learning theory that offers high explanatory, exploratory and predictive power. Multiple team-based health care interventions and associated policy are now routinely explored and explained through complexity theory. Yet medical education--how medical students learn to become doctors and how doctors learn to become clinical specialists or primary care generalists--continues to refuse contemporary, work-based social learning theories that have deep resonance with models of complexity. This can be explained ideologically, where medicine is grounded in a tradition of heroic individualism and knowledge is treated as private capital. In contrast, social learning theories resonating with complexity theory emphasize adaptation through collaboration, where knowledge is commonly owned. The new era of clinical teamwork demands, however, that we challenge the tradition of autonomy, bringing social learning theories in from the cold, to reveal their affinities with complexity science and demonstrate their powers of illumination. Social learning theories informed by complexity science can act as a democratizing force in medical education, helping practitioners to work more effectively in non-linear, complex, dynamic systems through inter-professionalism, shared tolerance of ambiguity and distributed cognition. Taking complexity science seriously and applying its insights demands a shift in cultural mindset in medical education. Inevitably, patterns of resistance will arise to frustrate such potential innovation.

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Author and article information

Contributors

Hyojung Mo:

ORCID: https://orcid.org/0000-0001-5071-3701

mosco1@naver.com

Journal

Journal ID (nlm-ta): BMC Med Educ

Journal ID (iso-abbrev): BMC Med Educ

Title: BMC Medical Education

Publisher: BioMed Central (London )

ISSN (Electronic): 1472-6920

Publication date (Electronic): 10 April 2022

Publication date PMC-release: 10 April 2022

Publication date Collection: 2022

Volume: 22

Electronic Location Identifier: 261

Affiliations

[1 ]GRID grid.255166.3, ISNI 0000 0001 2218 7142, Department of Medical Humanities, , Dong-A University College of Medicine, ; Busan, Korea

[2 ]GRID grid.415619.e, ISNI 0000 0004 1773 6903, Education & Training Centre for Public Healthcare, , National Medical Centre, ; Seoul, Korea

[3 ]GRID grid.414966.8, ISNI 0000 0004 0647 5752, Clinical Research Coordinating Center, , Seoul St. Mary’s Hospital, The Catholic University of Korea, ; Seoul, Korea

Author information

Claire Junga Kim https://orcid.org/0000-0001-6889-5478

Hyojung Mo https://orcid.org/0000-0001-5071-3701

Ji Young Lee https://orcid.org/0000-0003-1803-4834

Article

Publisher ID: 3271

DOI: 10.1186/s12909-022-03271-4

PMC ID: 8996612

PubMed ID: 35399052

SO-VID: 0198c692-0b79-4951-8205-d6f48c303363

License:

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

History

Date received : 19 October 2021

Date accepted : 16 March 2022

Custom metadata

ScienceOpen disciplines: Education

Keywords: program evaluation,cipp (context,input,process,product) evaluation,continuing professional development (cpd),nationwide educational program,public hospital

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ScienceOpen disciplines: Education

Keywords: program evaluation, cipp (context, input, process, product) evaluation, continuing professional development (cpd), nationwide educational program, public hospital

Evaluation of an ultrasound program in nationwide Continuing Professional Development (CPD) in Korean public health and medical institutions

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Conclusion

Supplementary Information

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Special Issue: Colleges as Anchor Institutions in their Local Community

Most cited references 19

Program evaluation models and related theories: AMEE guide no. 67.

Continuing medical education: AMEE Education Guide No 35.

Blunting Occam's razor: aligning medical education with studies of complexity.

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